Accounting for unexpected test responses through examinees’ and their teachers’ explanations

References

• Bar‐Tal , D. 1978 . Attributional analysis of achievement related behavior . Review of Educational Research , 48 ( 2 ) : 259 – 71 .
   Web of Science ®Google Scholar
• Baxter , G. and Glaser , R. 1998 . Investigating the cognitive complexity of science assessments . Educational Measurement: Issues and Practices , 17 ( 3 ) : 37 – 45 .
   Google Scholar
• Brown , R. 1986 . Social psychology , New York : Free Press .
   Google Scholar
• Clements , M.A. 2004 . Analysing errors made by pupils on written mathematics tasks , Gadong : Sultan Hassanal Bolkiah Institute of Education, Universiti Brunei Darussalam .
   Google Scholar
• Cooper , B. 1998 . Assessing National Curriculum mathematics in England: Exploring children’s interpretation of key stage 2 tests in clinical interviews . Educational Studies in Mathematics , 35 ( 1 ) : 19 – 49 .
   Google Scholar
• Cortés‐Suárez , Gina and Sandiford , Janice R. 2008 . Causal attributions for success or failure of students in college algebra . Community College Journal of Research and Practice , 32 ( 4 ) : 325 – 46 .
   Google Scholar
• Creswell , J.W. 1998 . Qualitative inquiry and research design: Choosing among five traditions , Thousand Oaks , CA : Sage .
   Google Scholar
• Crisp , V. 2008 . The validity of using verbal protocol analysis to investigate the processes involved in examination marking . Research in Education , 79 ( 1 ) : 1 – 12 .
   Google Scholar
• Cronbach , L.J. 1988 . “ Five perspectives on validity argument ” . In Test validity , Edited by: Wainer , H. and Braun , H.I. 3 – 17 . Hillsdale , NJ : Erlbaum .
   Google Scholar
• Deaux , K. and Farris , E. 1977 . Attributing causes for one’s own performance: The effects of sex, norms, and outcome . Journal of Research in Personality , 11 ( 1 ) : 59 – 72 .
   Web of Science ®Google Scholar
• Diener , C.I. and Dweck , C.S. 1978 . An analysis of learned helplessness: Continuous changes in performance, strategy, and achievement cognitions following failure . Journal of Personality and Social Psychology , 36 ( 5 ) : 451 – 62 .
   Web of Science ®Google Scholar
• Drasgow , F. , Levine , M.V. and Williams , E.A. 1985 . Appropriateness measurement with polychotomous item response models and standardised indices . British Journal of Mathematical and Statistical Psychology , 38 ( 5 ) : 67 – 86 .
   Google Scholar
• Edwards , D. and Potter , J. 1992 . Discursive psychology , London : Sage .
   Google Scholar
• Ercikan , K. , Gierl , M.J. , McCreith , T. , Puhan , G. and Koh , K. 2004 . Comparability of bilingual versions of assessments: Sources of incomparability of English and French versions of Canada’s national achievement tests . Applied Measurement in Education , 17 ( 3 ) : 301 – 21 .
   Web of Science ®Google Scholar
• Ericsson , K.A. and Simon , H.A. 1980 . Verbal reports as data . Psychological Review , 87 ( 3 ) : 215 – 51 .
   Web of Science ®Google Scholar
• Ericsson , K.A. and Simon , H.A. 1984 . Protocol analysis: Verbal reports as data , Cambridge , MA : MIT Press .
   Google Scholar
• Frieze , I.H. and Snyder , H.N. 1980 . Children’s beliefs about the causes of success and failure in school settings . Journal of Educational Psychology , 72 ( 2 ) : 186 – 96 .
   PubMed Web of Science ®Google Scholar
• Gipps , C. and Tunstall , P. 1998 . Effort, ability and the teacher: Young children’s explanations for success and failure . Oxford Review of Education , 24 ( 2 ) : 149 – 65 .
   Web of Science ®Google Scholar
• Glaser , R. and Baxter , G.P. 2002 . Cognition and construct validity: Evidence for the nature of cognitive performance in assessment situations. A Feschrift in honor of Sam Messick , Mahwah , NJ : Lawrence Erlbaum Associates .
   Google Scholar
• Haldyna , T.M. and Downing , S.M. 2004 . Construct‐irrelevant variance in high‐stakes testing . Educational Measurement: Issues and Practice , 23 ( 1 ) : 17 – 27 .
   Google Scholar
• Haldyna , T.M. , Nolen , S.B. and Hass , N.S. 1991 . Raising standardized achievement test scores and the origins of test score pollution . Educational Researcher , 20 ( 5 ) : 2 – 7 .
   Google Scholar
• Hamilton , L. , Nussbaum , E. and Snow , R. 1997 . Interview procedures for validating science assessments . Applied Measurement in Education , 10 ( 2 ) : 181 – 200 .
   Web of Science ®Google Scholar
• Hayes , J.R. and Flower , L.S. 1980 . “ Identifying the organization of writing processes ” . In Cognitive processes in writing , Edited by: Gregg , L.W. and Steinberg , E.R. 3 – 27 . Hillsdale , NJ : Erlbaum .
   Google Scholar
• Henry , J.W. , Martinko , M.J. and Pierce , M.A. 1993 . Attributional style as a predictor of success in a first computer science course . Computers in Human Behavior , 9 ( 4 ) : 341 – 52 .
   Web of Science ®Google Scholar
• House , J.D. 2003 . Self‐beliefs and science and mathematics achievement of adolescent students in Hong Kong: Findings from the Third International Mathematics and Science Study (TIMSS) . International Journal of Instructional Media , 30 ( 2 ) : 195 – 212 .
   Google Scholar
• Hulin , C.L. , Drasgow , F. and Parsons , C.K. 1983 . Item response theory: Application to psychological measurement , Homewood : Dow Jones‐Irwin .
   Google Scholar
• Kane , M.T. , Crooks , T. and Cohen , A. 1999 . Validating measures of performance . Educational Measurement: Issues and Practice , 18 ( 2 ) : 5 – 17 .
   Google Scholar
• Karabatsos , G. 2000 . A critique of Rasch residual fit statistics . Journal of Applied Measurement , 1 ( 2 ) : 152 – 76 .
   PubMedGoogle Scholar
• Karabatsos , G. 2003 . Comparing the aberrant response selection performance of thirty‐six person‐fit statistics . Applied Measurement in Education , 16 ( 4 ) : 277 – 98 .
   Web of Science ®Google Scholar
• Kivilu , J.M. and Rogers , W.T. 1998 . A multi‐level analysis of cultural experience and gender influences on causal attributions to perceived performance in mathematics . British Journal of Educational Psychology , 68 ( 1 ) : 25 – 37 .
   PubMedGoogle Scholar
• Klauer , K.C. 1991 . An exact and optimal standardized person test for assessing consistency with the Rasch model . Psychometrika , 56 ( 2 ) : 213 – 28 .
   Web of Science ®Google Scholar
• Kloosterman , P. Attribution theory and mathematics education . Paper presented at the American Educational Research Association . New Orleans , Louisiana . (ERIC Reproduction Service No. ED244830)
   Google Scholar
• Kloosterman , P. 1988 . Self‐confidence and motivation in mathematics . Journal of Educational Psychology , 80 ( 3 ) : 345 – 51 .
   Web of Science ®Google Scholar
• Lane , S. 1993 . The conceptual framework for the development of a mathematics assessment for QUASAR . Educational Measurement: Issues in Practice , 12 ( 2 ) : 16 – 23 .
   Google Scholar
• Lane , S. 1999 . “ Validity evidence for assessments ” . http://www.nciea.org/publications/ValidityEvidence_Lane99.pdf (accessed May 13, 2009)
   Google Scholar
• Lane , S. , Parke , C. and Moskal , B. Principles for developing performance assessments . Paper presented at the Annual Meeting of the American Educational Research Association . April , San Francisco .
   Google Scholar
• Lane , S. , Wang , N. and Magone , M. 1996 . Gender‐related differential item functioning on a middleschool mathematics performance assessment . Educational Measurement: Issues and Practices , 15 ( 4 ) : 21 – 7 .
   Google Scholar
• Levine , M.V. and Drasgow , F. 1988 . Optimal appropriateness measurement . Psychometrika , 53 ( 2 ) : 161 – 76 .
   Web of Science ®Google Scholar
• Little , A.W. 1985 . The child’s understanding of the causes of academic success and failure: A case study of British schoolchildren . British Journal of Educational Psychology , 55 ( 1 ) : 11 – 23 .
   Web of Science ®Google Scholar
• 2005 . “ MaLT10 Test ” . London : Hodder Murray .
   Google Scholar
• Magone , M.E. , Cai , J. , Silver , E.A. and Wang , N. 1994 . Validating the cognitive complexity and content quality of a mathematics performance assessment . International Journal of Educational Research , 21 ( 3 ) : 317 – 40 .
   Google Scholar
• McMillan , J.H. and Forsyth , D.R. 1981 . The impact of social psychological factors on school learning: An overview . Representative Research in Social Psychology , 12 : 20 – 31 .
   Google Scholar
• Meijer , R.R. and Nering , M. 1997 . Trait level estimation for nonfitting response vectors . Applied Psychological Measurement , 21 ( 4 ) : 321 – 36 .
   Web of Science ®Google Scholar
• Meijer , R.R. and Sijtsma , K. 2001 . Methodology review: Evaluating person‐fit . Applied Psychological Measurement , 25 ( 2 ) : 107 – 35 .
   Web of Science ®Google Scholar
• Messick , S. 1989 . “ Validity ” . In Educational measurement, , 3rd ed. , Edited by: Linn , R. 13 – 103 . Washington, DC : American Council on Education .
   Google Scholar
• Messick , S. 1995 . Validity of psychological assessment: Validation of inferences from persons’ responses and performances as scientific inquiry into score meaning . American Psychologist , 50 ( 9 ) : 741 – 9 .
   Web of Science ®Google Scholar
• Miller , D.T. and Ross , M. 1975 . Self‐serving biases in the attribution of causality: Fact or fiction? . Psychological Bulletin , 82 ( 2 ) : 213 – 25 .
   Web of Science ®Google Scholar
• Newman , M.A. 1983 . Strategies for diagnosis and remediation , Sydney : Harcourt, Brace Jovanovich .
   Google Scholar
• Nisbett , R.E. and Wilson , T.D. 1977 . Telling more than we know: Verbal reports on mental processes . Psychological Review , 84 ( 3 ) : 231 – 59 .
   Web of Science ®Google Scholar
• Norris , S. 1990 . Effect of eliciting verbal reports of thinking on critical thinking test performance . Journal of Educational Measurement , 27 ( 1 ) : 41 – 58 .
   Web of Science ®Google Scholar
• Norris , S.P. 1989 . Can we test validly for critical thinking? . Educational Researcher , 18 ( 9 ) : 21 – 6 .
   Google Scholar
• Petridou , A. 2006 . “ Identifying, modelling and explaining person misfit ” . Manchester , , UK : University of Manchester . Unpublished doctoral diss.
   Google Scholar
• Petridou , A. and Williams , J. Exploring multilevel techniques for modelling of misfit . Paper presented at the annual meeting of the American Educational Research Association . April 7–11 , San Francisco , USA.
   Google Scholar
• Petridou , A. and Williams , J. Instability of person misfit and ability estimates subject to assessment modality . Paper presented at the annual conference of the International Association of Educational Assessment . May 21–26 , Singapore.
   Google Scholar
• Petridou , A. and Williams , J. 2007 . Accounting for aberrant test response patterns using multilevel models . Journal of Educational Measurement , 44 ( 3 ) : 227 – 47 .
   Web of Science ®Google Scholar
• Petridou , A. and Williams , J. 2010 . The extent of mismeasurement for aberrant examinees . Educational Assessment , 15 ( 1 ) : 42 – 68 .
   Google Scholar
• Piccinini , C.A. 1989 . Atribuições de causalidade em crianças: Algunsaspectos críticos [Causal attributions for children’s performance: Some critical issues] . Psicologia: Teoria e Pesquisa , 5 : 57 – 69 .
   Google Scholar
• Piccinini , C.A. 1990 . Problemas metodológicos nas investigações sobre atribuições de causalidade para o sucesso e fracasso em crianças [Methodological issues associated with research on causal attributions for children’s success and failure] . Arquivos Brasileiros de Psicologia , 42 : 23 – 29 .
   Google Scholar
• Reise , S. P. 2000 . Using multilevel logistic regression to evaluate person fit in IRT models . Multivariate Behavioral Research , 35 ( 4 ) : 543 – 68 .
   PubMed Web of Science ®Google Scholar
• Reise , S.P. and Waller , N.G. 1993 . Traitedness and the assessment of response pattern scalability . Journal of Personality and Social Psychology , 65 ( 1 ) : 143 – 51 .
   Web of Science ®Google Scholar
• Reise , S.P. and Flannery , W.P. 1996 . Assessing person‐fit on measures of typical performance . Applied Psychological Measurement , 9 ( 1 ) : 9 – 26 .
   Web of Science ®Google Scholar
• Rudner , L. , Skagg , G. , Bracey , G. and Getson , P.R. 1995 . Use of person‐fit statistics in reporting and analyzing national assessment of educational progress results , Washington, DC : National Center for Education Statistics . Report No. NCES‐95‐713
   Google Scholar
• Sanderson , J.P. 2001 . “ Language and differentiation in examining at A level ” . Leeds , , UK : University of Leeds . Unpublished doctoral diss.
   Google Scholar
• Smith , R.M. 1986 . Person fit in the Rasch Model . Educational and Psychological Measurement , 46 ( 2 ) : 359 – 72 .
   Web of Science ®Google Scholar
• Smith , R.M. The family approach to assessing fit in the Rasch measurement . Paper presented at the 11th International Objective Measurement Workshop . April , New Orleans .
   Google Scholar
• Stobart , G. 2009 . Determining validity in national curriculum assessments . Educational Research , 51 ( 2 ) : 161 – 79 .
   Web of Science ®Google Scholar
• Suto , W.M. and Greatorex , J. 2008 . A quantitative analysis of cognitive strategy usage in the marking of two GCSE examinations . Assessment in Education: Principles, Policy & Practice , 15 ( 1 ) : 73 – 89 .
   Google Scholar
• Weiner , B. 1979 . A theory of motivation for some classroom experiences . Journal of Educational Psychology , 71 ( 1 ) : 3 – 25 .
   PubMed Web of Science ®Google Scholar
• Weinert , F.E. and Schneider , W. 1999 . The Munich Longitudinal Study on the Genesis of Individual Competencies (LOGIC) , Cambridge : Cambridge University Press .
   Google Scholar
• White , P.A. 1988 . Knowing more than we can tell: Introspective access and causal report accuracy 10 years later . British Journal of Psychology , 79 ( 1 ) : 13 – 45 .
   Google Scholar
• Wright , B.D. 1995 . Diagnosing person misfit . Rasch Measurement Transactions , 9 ( 2 ) : 430 – 1 .
   Google Scholar
• Wright , B.D. and Stone , M.H. 1979 . Best test design , Chicago , IL : MESA Press .
   Google Scholar